Improving the Processes Associated with International Experience
AQIP Project
Final Report & Recommendations
September 1, 2011
Prepared by Coordinator, Christa Walck, Associate Provost
Student International Experience Team: Sylvia Matthews, Jacque Smith, Diane Shoos, Bob
Warrington.
Faculty-Led Study Abroad Team: Pasi Lautala, Marika Seigel, Andrew Storer (team leader), Thy
Yang.
Summary of Recommendations
1. Designate a Faculty International Academic Coordinator (FIAC). A faculty member with
significant international experience, appointed by the Provost.
2. Develop a Global Citizenship Award to encourage all students to develop global literacy.
3. Design a Global Literacy webpage which integrates information about
a. All Michigan Tech faculty-led programs and locations with developed centers
(Ghana, UK, Mexico, etc.)
b. All Michigan Tech programs that have an international component (Pavlis, D80,
Senior Design, etc.)
c. University and General Education global literacy goal
d. International Programs and Services
e. Links to external sources about global literacy.
4. New faculty-led study abroad programs must follow a consistent process.
a. Develop a webpage for Faculty Led Study Abroad with information for faculty
who want to develop programs, and also to promote existing programs to
students.
b. Existing study abroad programs should assure that they meet the criteria
underlying this process.
5. All programs which involve Michigan Tech students in international travel and study
require standard documentation, insurance and a pre-departure briefing.
6. Develop funding mechanisms to support the goal of global literacy.
a. Targeting endowment for study abroad is critical.
b. Capture the one-third (1/3) tuition that comes back to the university from
faculty-led programs to
i. support the cost of the Faculty International Academic Coordinator,
ii. create incentives for faculty to develop study abroad programs,
iii. create scholarship funds to encourage students who have received the
Silver level Global Citizenship Award to enroll in study abroad programs
(i.e., discount the tuition)
Background
The AQIP project on International Experience was initiated in April 2009 to improve processes
for international education and research, which are dispersed across the institution with little
coordination, including
•
•
•
•
•
•
•
study abroad,
project-based international opportunities ( International Senior Design, Pavlis,
Enterprise),
student and faculty research opportunities,
Peace Corps Masters International program,
services to international students (including SEVIS),
international agreements (MOU, exchange agreements), and
graduate and undergraduate recruiting of international students.
This lack of coordination can create confusion for students and faculty, duplicate effort, and
make it difficult to measure progress toward University Learning Goal 3. Global Literacy, as well
as many goals of the University Strategic Plan:
•
Goal 2: Deliver…learning experience…grounded in…an understanding of the social and
cultural contexts of our contemporary world.
• Goal 2.1: Expand opportunities for, and encourage participation in, international
experiences.
• Goal 2.2: Cultivate intellectual diversity and a worldview adapted to the needs and
challenges of the 21st century.
o Develop students’ global skills through study of other languages and cultures
• Goal 3.3: Address societal needs through global partnerships.
o Expand international engagement through collaboration with universities,
industry and government.
o Increase cross-cultural exchanges to promote understanding and discovery of
new knowledge and processes.
The project builds on the results of the Presidential Task Force on International Research,
Teaching, and Service, completed in December 2008. In 2009-10 the project was devoted to
data gathering and review. In 2009, the AQIP team compiled a matrix of academic, research
and service programs at Michigan Tech (Appendix A). Most opportunities fell into what Ma and
Lautila (2010) categorize in Table 7 as short or long term study abroad programs (see Appendix
B). There are nonetheless many opportunities at Michigan Tech which Ma and Lautila describe
as “traditional international activities”, including opportunities to interact with international
students in a variety of venues, language classes, lectures by visiting scholars, etc., all of which
can help faculty and students achieve global literacy.
In 2009 Thy Yang was hired as Director of International Programs and Services and integrated
into the project. The project was extended to 2010-11 in order to focus on two things:
1. Student international experience. Clarify student options for international
experiences so that students can be better informed about opportunities and assisted in
selecting opportunities appropriate to their needs. Identify processes that need to be
put in place, resources required, synergies and priorities, as well as gaps in the matrix of
opportunities offered.
2. Faculty-led study abroad. Identify all current programs that could broadly be
considered “faculty-led” and determine how and where coordination between academic
units, IPS and the Provost is necessary to facilitate international experiences with the
goal of fostering a sustainable faculty-led study abroad program.
Recommendations: Student International Experience
In 2010-11, the AQIP team was charged with rank ordering and assigning weights to
international experience opportunities from least (e.g., attending international campus event)
to most (e.g., a year abroad) significant. A goal was to encourage more students to study
abroad. The team developed a matrix with three levels of experience: (1) experiences that
provided exposure to diverse cultures and global awareness, (2) experiences that required
active participation in activities that developed cultural knowledge and confidence in
intercultural settings, and (3) experiences that engaged students in an extended stay abroad
and demonstrated ability to engage in another culture
Recognizing that low-weighted opportunities may be easiest to acquire and may start a student
on a path to more significant opportunities, the team applied this matrix to the development of
a Global Citizenship Award (Appendix C) to provide a map for students to develop global
competency through international experience, and hopefully to motivate them to achieve the
resume-enhancing award at the highest level. This award would be open to all Michigan Tech
students, including graduate students and international students. It requires not only a series of
activities, but reflections on those activities that demonstrate global literacy/cultural
competence.
Based on feedback from undergraduate and graduate students, the team recommends the
following incentives to encourage activity leading to the award:
1. Several waivers of the $350 study abroad application fee for students who have
demonstrated they have achieved Silver/level 2 award.
2. Scholarship fund at both undergraduate and graduate levels for students to study
abroad who have achieved Silver/level 2 award. This can be financed through targeted
endowment and capturing part of the 1/3 tuition from study abroad which comes back
to the university.
To demonstrate feasibility, the team recommends that a pilot project be initiated with 8-10
students seeking the award (at all three levels, and include graduate, undergraduate and
international student/s) to be solicited from language study, Pavlis, Honors, Study abroad
programs, etc., and several faculty advisors with international experience. This could be led by
the Faculty International Academic Coordinator recommended for faculty led study abroad
programs (see below). They would work out procedures, processes, and guidelines for each
level of award, including lists of international experience opportunities for each level that could
be accessed on an International Programs and Services (IPS) webpage. This webpage could be
dedicated to the concept of Global Literacy , and could include information about the Global
Citizenship Award, links to Study Abroad, University Learning Goals, and links to useful
information such as Binghamton University’s suggestions for developing Global Competency
and capturing it in a resume http://www2.binghamton.edu/career-development-center/quickreference-guides/global%20competency.pdf) .
Recommendations: Faculty-led Study Abroad
This team was tasked with focusing on faculty-led study abroad programs in order to create
more support for and communication between faculty and IPS staff for detailed planning, and
also to create consistency for all programs regarding what IPS can provide. This is consistent
with the external review of IPS conducted by MSU in 2008, with the Sept. 2010 AQIP review of
this project, and with the guidelines for faculty-led study abroad programs created by the IPS
Director and Provost in 2010. Balancing the decentralized culture of Michigan Tech with the
need for controls with respect to safety and liability was deemed critical.
The team was tasked with clearly delineating
(1) what aspects of faculty-led programs should be centralized in IPS so that IPS can provide
oversight and consistency,
(2) what aspects should be delegated to academic units so that innovation is encouraged,
(3) what aspects should be overseen by the Provost to insure fairness and consistency, and
(4) how and where coordination between academic units, IPS and the Provost is necessary to
facilitate international experiences.
After several months of deliberation the team developed recommendations for a process that it
believes will promote, rather than discourage, faculty-led study abroad. The team believed the
following guidelines were paramount:
•
•
•
Assure the safety and protection of students studying abroad.
Promote consistency and reduce redundancies with a process that is helpful and not
onerous for faculty.
Reduce university liability.
The team identified several issues which need to be addressed successfully in any program:
a.
b.
c.
d.
Assure faculty are paid appropriately for study abroad programs.
Identify an appropriate student/faculty ratio for each program..
Streamline processes so IPS meets with interested faculty as a group.
Develop a website with spreadsheets, templates, etc. to assist faculty in determining
feasibility.
e. Fund infrastructure for faculty-led study abroad - Study abroad coordinator and
Faculty International Academic Coordinator – appropriate to the need.
The team makes the following recommendations:
1. To assure consistency and a good working relationship with Academic Affairs and
IPS, a new position should be created: Faculty International Academic Coordinator
(FIAC).
a. It would comparable in scope and compensation to the Conflict of Interest
Coordinator and should be a faculty member with significant international
experience, appointed by the Provost.
b. Fund it with the capture the one-third (1/3) tuition that comes back to the
university from faculty-led programs.
2. To assure that faculty new to leading a study abroad program are well-informed and
well-prepared, faculty proposing new faculty-led study abroad programs must follow
a consistent five step process (see below).
i. Attend annual fall semester study abroad workshop.
ii. Develop a concept proposal.
iii. Review concept proposal (FIAC).
iv. Register and promote accepted proposals.
v. Engage in pre-departure activities
3. To assure that appropriate processes and procedures are in place, current programs
and faculty leading existing study abroad programs should work with IPS and the
FIAC to assure that they meet the criteria underlying the five-step process, including
assurance that faculty are appropriately compensated, university processes and
procedures are followed, and students receive appropriate information to assure
their safety while abroad.
4. To improve safety of student and reduce university liability, all programs which
involve Michigan Tech students in international travel and study should require at
minimum:
i. Copy of passport and visa.
ii. Undergraduate students: Dean of Students Recommendation Form for
Study Abroad. GPA 2.75 minimum, with exceptions requiring approval
from Dean of Students and Faculty Member.
iii. Graduate Students: Signature of graduate advisor.
iv. Medical Information and Waiver Form
v. Illegal Drug Use Form
vi. Release and Waiver Form
vii. Student Insurance. IPS will recommend low-cost provider
viii. Predeparture briefing, which could be completed online.
The team has made a detailed recommendation regarding the five-step process for faculty
proposing new faculty-led study abroad programs.
1. Attend Annual Fall Semester Study Abroad Workshop. IPS will lead a workshop
each semester for all faculty interested in leading study abroad programs. Faculty
will learn about a range of options available to them, from teaching in established
programs abroad, to working with a third-party provider such as International Study
Abroad (ISA) which has established partner universities and employees in the region,
to developing a program from the beginning with partner institutions. IPS will
provide Standards of Good Practice for study abroad.
2. Develop a Concept Proposal. Faculty will develop a concept proposal which includes
the following information:
a. Purpose of the course: course description and learning outcomes.
b.
c.
d.
e.
f.
Michigan Tech department which will offer the course.
International location and/or international partner institutions.
Instructors (Michigan Tech and partner institutions)
Students – target population
Estimate financial feasibility of program
i. Expenses:
1. Instructor stipend (summer salary for summer programs)
2. Instructor expenses (transportation, accommodation)
3. Student expenses: host institution, accommodation
4. 15% contingency for currency fluctuations
5. $350 study-abroad application fee per student
6. Promotional costs (part of the $350 fee will be used to
promote the program)
ii. Revenues per student:
1. 2/3 tuition per student
2. Activity fee per student
iii. Spreadsheet: calculate number of students required to meet
expenses of the program. FAIC will test a calculator with existing and
proposed programs for feasibility. A sample calculator was
developed by Pasi Lautila.
g. Check-off: Attended IPS workshop, reviewed IPS Standards for Good Practice
3. Review Concept Proposal. A Faculty International Academic Coordinator (FIAC)
would be appointed to review the proposal and coordinate the following:
a. Departmental course approval. Is this an existing Michigan Tech course? If it
is a new course, assure that the faculty member has acquired department
approval to offer the course, including the department chair’s approval to
offer the course abroad.
b. Programs with host institutions abroad require a Memorandum of
Understanding (MOU).
i. Contact Sponsored Programs to determine if there is an existing
MOU.
ii. If so, will it cover the proposed course? Document this.
iii. If not, is it feasible to get an MOU in a timely manner?
c. Review the proposal with IPS for information about the site, travel, etc.
d. Accept or reject the proposal.
4. Register and Promote Accepted Proposals. After a proposal is accepted,
a. Registration. Academic department offering the course will add course to
the summer schedule with the Registrar.
b. Syllabus. Faculty member will develop the syllabus. IPS will review the
syllabus for appropriate student policies and contact information.
c. Contractual obligations. Faculty member will act as PI for contractual
obligations:
i. Faculty member will provide contracts for partner space, student
accommodation, etc. for review and signature by IPS and Sponsored
Programs, OR
ii. IPS and Sponsored Programs will review and sign 3rd party contracts.
d. Marketing. Faculty member, department, and IPS will be share in marketing
of program. Faculty may negotiate with IPS to utilize processing fee for
marketing.
e. Enrollment. Faculty International Academic Coordinator monitors enrollment
to determine if break-even is reached to deliver the program.
5. Engage in Pre-Departure Activities. When a course has sufficient enrollment,
a. MOU transmittal takes place.
b. Student documents are collected by IPS, processed, and the $350 application
fee is collected:
i. Copy of passport and visa.
ii. Undergraduate students: Dean of Students Recommendation Form
for Study Abroad. GPA 2.75 minimum, with exceptions requiring
approval from Dean of Students and Faculty Member.
iii. Graduate Students: Signature of graduate advisor.
iv. SAFETI program audit checklist
v. Medical Information and Waiver Form
vi. Illegal Drug Use Form
vii. Release and Waiver Form
viii. Student Insurance. IPS will recommend low-cost provider
c. Pre-departure briefing is conducted by the faculty member and IPS. Students
are expected to attend the pre-departure briefing; a generic briefing will be
available online. This will include information about
i. Things you need to bring or things you will need assistance with.
ii. Financial issues including budgeting for the trip, cost of goods in host
country, credit cards.
iii. Communication and transportation.
Reference
Ma, C., & Lautila, P. 2011. Railway education today and steps toward global education.
Proceedings of JRC2011, 2011 Joint Rail Conference, March 16-18, 2011, Pueblo, CO.
Appendix A. Academic programs
Program
Oversight
Funding
Costs
Desired Outcomes
for students
Desired
Outcomes for
faculty and staff
Assessment
Processes
needed
Study abroad:
Exchanges
programs.
Independent
IPS
Tuition
and fees
Should IPS
develop
more
revenue
streams?
*More funding and
more staff for
improved services
*Direction
regarding the
placement of IPS
on campus as
*Academic or
student affairs
or both
Interviews
with potential
and returning
study abroad
students.
Publicizing the
opportunities
and the
benefits
Should there
be more
fees for
services?
Should IPS
be self
supporting?
*Streamline
application process
and make
transparent
*Better
communication
with Parents to gain
support
*Improved
education about
safety abroad
*Marketing study
abroad as the norm
rather than the
exception
*Offer study abroad
classes or meetings
to facilitate
education
*Encourage
flexible
curriculum,
especially in
engineering to
facilitate
transfer credits.
*Increase
staffing in IPS to
support more
students.
*Identify the
level of authority
of the IPS staff
on campus
Students learn
more skills in
these
programs
Year
started
Number of
participants
(known or
estimated)
105 in 07-08
150 est in 0809 (incl
consortium)
Program
Oversight
Funding
Study abroad:
Consortium.
Facilitated
programs with
more students
involved, less
independent
IPS
Tuition
and fees
Costs
Desired Outcomes
for students
Desired
Outcomes for
faculty and staff
Assessment
Same as above
*Increase
awareness on
the difference
between
consortium and
independent
study abroad
Interviews
with potential
and returning
study abroad
students.
Processes
needed
Year
started
Number of
participants
(known or
estimated)
105 in 07-08
150 est in 0809 (incl
independent
exchanges)
*Same as above.
Study aboard:
Funded programs
e.g US-Brazil
Faculty
External
funding
Low student
numbers are
currently supported.
Desired outcome is
to increase this
number.
International
Senior Design
Faculty
Tuition
and fees
Change the
perception that this
is not available for
all students
campuswide
Make faculty
time available
Improve
perception of
program
Involve more
faculty
Increase flexibility in
the engineering
curriculum
Pavlis Leadership
IIS
Tuition
and fees
Instruction
costs for
Secure long term
funding, availability
Secure resources
for site
Assessment of
project results
Mechanisms to
develop new
2008 (first
cohort
20 per year,
possibly
Program
Oversight
Funding
Costs
Desired Outcomes
for students
Desired
Outcomes for
faculty and staff
Assessment
Processes
needed
Year
started
Number of
participants
(known or
estimated)
plus gift
funds
Track A
preparation
courses.
for scholarships,
Encourage students
to use their summer
between junior and
senior year for the
travel which is not
available during the
academic year (5
weeks)
development
and
management
and other
work over
course of
Pavlis
curriculum.
Exit survey.
Eventually
alumni surveys
sites.
Resources to
manage
project sites.
Coordination
with other
academic
international
experiences
(ISD,
Enterprise,
etc.)
travel
abroad)
expanding to
40 per year
with nonscholarship
cohorts
Number of
students
participating
No process in
place to
develop these
programs
Travel,
room &
board for
Track B
experience
abroad (5
weeks)
Maintain current
ongoing project
site, Kumasi,
Ghana
Develop next
site (2010),
Malargue,
Argentina
Faculty led study
abroad
Faculty
student
fees
*Create more
support for and
communication
between students
and programs for
the detailed
planning of these
types of
opportunities
*Create more
support for and
communication
between Faculty
and IPS staff for
the detailed
planning of
these types of
opportunities
*Some Consistency
*Consistency for
all programs
Standard class
assessment
tools
2008-09, 11
students total
Program
Oversight
Funding
Costs
Desired Outcomes
for students
Desired
Outcomes for
faculty and staff
for all programs
including a
chart/guidelines
indicated what
IPS can provide
*Campus wide
awareness that
faculty lead
programs are
offered on a yearround basis
Peace Corps MI
programs
Faculty
coordinator
for each
program.
Overall
coordinator
for all
programs
(Orr)
Reports to
Graduate
School
Overseas
tuition
via
Graduate
school.
Some
programs
with
research
funding.
Some
Donor
support.
Overseas
tuition for
students.
Recruiting
costs.
Compete effectively
with other
programs, both
Peace Corps and
traditional graduate
programs. Increase
funding to attract
students.
Remove
language
barriers.
Increase support
for travel and for
faculty time
(often an
overload).
Assessment
Processes
needed
Year
started
Number of
participants
(known or
estimated)
Participants
Better
assessment
and tracking of
students.
1995
85 students
graduated
and 65
currently
enrolled.
Tracking
graduates
Program
Oversight
Funding
Partnered Degree
Programs
Faculty
coordinator
Agency
funding,
tuition
and fees
Overseas
research at
Graduate level
Faculty
External
funding
IIS
External
industry
sponsore
d
projects
and gift
funding
Costs
Desired Outcomes
for students
Desired
Outcomes for
faculty and staff
Assessment
Processes
needed
Year
started
Number of
participants
(known or
estimated)
2000
650 total
participants
per year.
Estimate
potential
international
project
interest to be
~10-20%.
No process to
track
Co-ops and
internships
overseas
Enterprise
New
project/site
developmen
t. Travel,
room &
board for
students.
Potential
offering of
Enterprise
modules
abroad, in
Overcome
challenges
associated with
collaborating on
international
projects.
Secure funds to
cover additional
cost to travel
abroad and
time/money for the
students. Encourage
Resources/staffi
ng to develop
international
project
opportunities/sp
onsors, and
manage sponsor
requirements/ex
pectations.
Resources
needed to
manage planning
Assessment
processes in
place for
ABET/program
outcomes.
Would need
additional
assessment
rubrics for
international
experience
(interviews,
exit surveys,
Mechanisms to
develop
project sites.
Processes for
managing
student/projec
t selection, site
selection,
travel logistics,
etc.
Two
Program
Oversight
Funding
Costs
Desired Outcomes
for students
Desired
Outcomes for
faculty and staff
Assessment
conjunction
with
industry
projects
and/or site
visits.
participation even
though they give up
part of their
summer earnings,
and travel not
typically available
during the academic
year
and logistics of
international
experience.
etc.)
Processes
needed
Year
started
Number of
participants
(known or
estimated)
enterprises
currently
have
international
projects, IBV
and ATT
Research and Service programs
Program
Oversight
Funding
Research projects
Faculty PIs
Funding agencies
D80
Patterson
Desired Outcomes
Services to incoming
international students
Externally funded
fellowships e.g. USAID,
Fulbright
Assessment
Processes needed
ESL
Durfee, Others?
Students generally
come from faculty
Boren, Fulbright,
Rhodes, Gates,
Marshall, and Mitchell
(only Boren includes
Increase breadth of
coursework offerings
needed to make
Number of students
making it to various
stages in the process.
Advertizing
opportunities through
IPS.
referrals
undergrads). Other
programs/scholarships
would benefit from an
international
component.
students competitive
Programs we aspire to
Program
Strengths
Why we aspire to it
MSU - Study abroad
High visibility and
enrollment. Link from front
page of website.
Want to encourage more
students to participate
WPI
Project centers
Increases overseas programs
and engages faculty
RPI
Needs
International studies
center would help.
introduced by Alan Parkinson [26], James L. Melsa [27] and
other literature are presented in Table 7. Although the table is
not all inclusive, it provides a solid introduction on the most
common approaches currently used to global education. Based
on the review, the authors developed a comparison between the
expected costs and complexity of different approaches (Figure
1). While each individual program has its own special features
and challenges that must be considered in case-by-case basis, the
table and figure provide a quick reference to the content,
expected costs and level of effort to develop a program.

Program
Formats
Description
Summary
• The most extensively used methods.
Visiting lectures by foreign visitors, international conference, visiting
• Easy to organize and easier to recruit students.
scholars, foreign culture course, foreign language training, enrolling
• Have an introduction to foreign culture and meet the local
international students, bilingual teaching.
students
• Economic way for the students learn foreign technologies
E-learning &
Teaching by foreign universities lecturers through internet-based tools
E-teaching
• Limited exposure to foreign culture
Virtual global Students from different universities study together by using internet- • Good opportunity for students to learn about global issues.
l class
based tools in a virtual global classroom.
• Exposure to foreign culture is limited.
Extended field trip, summer program or mentored travel: Students
travel to one or several countries and visit companies and/or • Brief exposure, but an efficient way to attract the students
universities for a tour and/or lectures between one to several weeks to participate in more extensive programs
Short-term
under the guidance of a faculty member.
study abroad
Internship or Co-op: students work abroad for a company or at an • A good approach for the real-world practice and brief
programs
international branch of a U.S. company.
exposure to industry issues.
Research abroad: students travel to an foreign laboratory and conducts
• Good approaches for real-world problem solving.
research under the guidance of a faculty member, etc.
• Team work typically included.
Project-based learning: students travel abroad and are immersed in
• Deeper exposure to foreign culture.
another culture via a project connecting technology and local society.
• A popular study abroad program format.
Exchange: students from the two universities involved are exchanged
• Credits, reorganization and exchange as well as a parity
for a period and take regular courses in the host university. Degree
exchange must be coordinated.
Long-term
awarded by their home university.
• An in-depth exposure to living abroad on campus.
study abroad
programs
Dual degree: the students obtain one degree from the home university • Most difficult one for the students to fulfill.
and another one from the foreign university during a period of study • Mostly for graduate-level programs.
abroad.
• An in-depth exposure to living abroad
Partner sub-contract: the home university cooperates with a foreign • On-campus foreign course study rather than studying
university and contracts for courses to be taught to students of the abroad.
home university.
• The students always are taught in English.
Long-term
Extension: the home university operates a pseudo-extension campus • The exposure to foreign environment is eliminated.
on campus
in the other country at a permanent facility.
• Varieties of international programs can be organized
programs
easily.
Branch campus: the home campus works together with a branch
• More global experience opportunities are offered for the
campus in foreign country.
students from both campuses or universities
Others
Combination of the previous formats
Traditional
international
activities
Complexity
6
1
2
3
4
5
6
5
3
traditional international activities
E-learning & E-teaching
Virtual global class
Short- term study abroad programs
Long-term study abroad programs
Long-term on campus programs



1
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Cost 
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Copyright © 2010 by ASME
Appendix C:
GLOBAL CITIZENSHIP AWARD
Goal 2 of Michigan Tech’s strategic plan encourages student “participation in international experiences”
in order to understand the social and cultural contexts of the contemporary world. The goal of the
Global Citizenship Award is to encourage students to gain the experience necessary to be a global
citizen. In particular, it hopes to encourage students to study abroad and to take full advantage of the
opportunities a study abroad experience offers for learning and personal growth. It is open to all
students at Michigan Tech - undergraduate and graduate domestic and international students.
The award program has three levels – copper, silver and gold—which recognize increasing levels of
experience that will improve a student’s ability to work and think globally. Levels 1 (copper) and 2
(silver) recognize students’ engagement in diverse cultures, which prepares them to participate actively
and successfully in another culture in an international setting and achieve Level 3 (gold).
An underlying foundation for global citizenship is factual knowledge of world cultures, language,
geography, and political systems, which students are strongly encouraged to learn. However, the truly
globally-competent student must actively engage other cultures on campus, in the community, and in
another country. These activities, combined with meaningful reflections on what a student has learned
from this activity, are the basis for this award. There are no academic requirements and courses cannot
be counted towards the award. However, coursework activities (exclusive of UN1002 and UN 1003) and
reflections on this activity could be appropriate for the award.
Students must achieve the copper award before being eligible for the silver award, and achieve the
silver award before being eligible for the gold award. Achievement of the next level award requires
increasing both the quantity and quality of cultural and international engagement and their
accompanying reflections. A meaningful reflection should do the following:
1. State the date, duration, and specific nature of the activity or experience.
2. Articulate in 350-500 words
a. how the activity exposed students to diverse cultures (level 1),
b. how the activity developed confidence and competence in intercultural settings
(level 2), or
c. the specific ways that international study, work, or research abroad engaged the
student in other cultures (level 3).
The award will be conferred by a committee of three university members with international experience
(faculty, professional staff, and/or students who have achieved the Gold Level Global Citizenship Award)
who have reviewed student submissions for the award. Students who receive the Gold Level Global
Citizenship Award by April 1 of the academic year will be recognized at the annual Student Awards
ceremony.
The matrix (attached) outlines expectations for the award at three levels.
GOALS
Level 1
Copper Award
Student will demonstrate exposure to
diverse cultures and global and cultural
awareness
Evidence:
1. Exposure to activities representing
diverse cultures
2. Reflection on Engagement
REQUIRED
ACTIVITIES &
REFLECTIONS
Students must engage in at least 4
different activities. Written reflection
must demonstrate how the activities
exposed the student to diverse cultures.
Level 2
Silver Award
Student will demonstrate efforts to
develop confidence and
competence in an intercultural
setting.
Evidence:
1. Participation in diverse cultural
activities
2. Development of cultural
knowledge or experience of other
cultures and/or communication of
cultural knowledge or experience of
one’s own culture
3. Reflection on Engagement
Students must engage in at least 2
different activities. Written
reflection must demonstrate how
the activities developed confidence
and competence in an intercultural
setting.
Level 3
Gold Award
Student will demonstrate ability to
engage in another culture in an
international setting.
Evidence:
1. Engagement in International
Setting
2. Documentation of project
completed abroad
3. Reflection on Engagement
Student must engage in an extended
stay abroad and complete an activity
or project. Written reflection must
demonstrate how the activity or
project enabled the student to apply
cultural competence in an
international setting.
The gold award requires students to
complete the copper and silver
awards to be eligible for the gold
award.
SAMPLE ACTIVITIES
These are examples
of activities. Others
will be considered if
a student
demonstrates how
they enable a
student to achieve
the goals.
Level 1
Copper Award
Attend cultural events, such as PowWow, Diwali Night, Parade of Nations,
Rosza special events and lectures.
Level 2
Silver Award
Active participation at the officer
level in student organizations and
activities.
Active membership in International Club,
Global City or other student
organizations.
http://global.students.mtu.edu/
www.admissions.mtu.edu/life/clubs_o
rganizations/
Live on campus in I-House.
http://www.ips.mtu.edu/FAQs/Intl_
House.htm
Activities (research, presentations, etc.)
with international content related to
coursework (exclusive of coursework in
UN1002 and 1003).
Develop class projects that
demonstrate engagement with
people from other cultures.
Level 3
Gold Award
Complete one of the following
programs.
Study Abroad
Engage in D80 projects.
http://www.mtu.edu/d80/
Pavlis Institute for Global
Technological Leadership
Engineers without Borders
International Senior Design
Engage in research with
international content and
communicate results.
Develop professional skills and
competencies through activities
such as presenting research at
conferences abroad.
Peace Corps Masters Program
International Dual Degree
program
Conduct research in an international
setting.
Office Memo
Office of the Provost and Vice President
for Academic Affairs
TO:
AQIP International Experience Team, Academic Deans
FROM:
Max Seel, Provost and V.P. for Academic Affairs
Phone: (906) 487-2440
Fax: (906) 487-2935
SUBJECT: Provost’s response to AQIP International Experience Recommendations (9-1-11)
DATE:
September 29, 2011
I have reviewed the recommendations and discussed them with the academic deans and we thank
the AQIP team for their work on this important issue. It is particularly important in light of our
university student learning goal of Global Literacy.
The recommendations for standardized documentation and processes to assure the safety of
students, promote consistency in processes, and reduce university liability, are accepted. In
particular, it is important that all programs (including Peace Corps students) which involve
Michigan Tech students in international travel and study require a copy of passport and visa and
travel itinerary to be filed with International Programs & Services. The recommendation for an
integrated Global Literacy website is also accepted.
It is not possible with Michigan Tech’s current accounting mechanism for summer programs to
allocate the university’s 1/3 share of generated student tuition to support faculty-led study abroad
programs and student scholarships. However, the provost will provide funding to encourage
international experience as follows:
1. To facilitate faculty-led study abroad, the provost will support a Faculty International Academic
Coordinator for 2 years with a $5,000 annual stipend to work with IPS Director and study
abroad coordinator to implement a consistent process for all faculty-led study abroad programs
as outlined in the recommendation, develop a webpage for faculty-led study abroad, and work
with faculty currently planning and delivering study abroad programs.
2. If faculty can be identified who are willing to implement the Global Citizenship Award (consider
naming it the Global Literacy Award), the provost will endorse it and (1) award a $1,000
scholarship for study abroad to one student who has achieved the Silver Award, to be awarded
at the annual student award dinner, and (2) to establish a Michigan Tech Fund scholarship
fund for study abroad to be awarded to students who have achieved the Silver Award.
Students have indicated that they would be more motivated to study abroad if there was
scholarship funding.
3. Reduce the study-abroad application fee for faculty-led study abroad programs from $350 to
$50 per student, and allocate $3,000 in 20011/12 to IPS for their support services for facultyled study abroad.
4. Allow departments whose faculty are offering summer study abroad to capture 2/3 of all tuition
(in-state and out-of-state) for program expenses, including faculty salary and expenses and
reducing activity/lab fees. Faculty and department chairs must agree in writing in advance to
the disposition of the tuition funding generated by the course.
This should help reduce the overall cost for the students in support of the university goals to
increase global literacy.